Computer-based study strategies for students with learning disabilities: Individual differences associated with adoption level

被引:35
作者
AndersonInman, L [1 ]
KnoxQuinn, C [1 ]
Horney, MA [1 ]
机构
[1] UNIV OREGON,COLL EDUC,CTR ELECT STUDYING,EUGENE,OR 97405
关键词
D O I
10.1177/002221949602900502
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
This article reports results from a study of the use of technology to support students with learning disabilities in the use of effective study strategies. Thirty secondary students were given laptop computers and taught a variety of computer-based study strategies designed to facilitate information recording, organization, and manipulation. Results suggest that students;adopted this innovation at three levels: (a) Power Users (skilled, independent users, integrating the computer into their schoolwork); (b) Prompted Users (skilled computer users, but requiring prompting); and (c) Reluctant Users (having limited knowledge and working only under supervision). Intelligence and reading test scores were associated with adoption levels in a statistically significant way.
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页码:461 / 484
页数:28
相关论文
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